I’d like to give an example of how digital storytelling can be utilized successfully in somewhat unexpected ways. I decided to incorporate some of the tenets of digital storytelling while teaching an online preparatory English class for Chinese students at the University of Chemistry and Technology in Prague. Using storytelling for presentations is a way to create emotional impact with a personalized touch.
Using digital storytelling to liven up presentations
The aim of the course was to prepare students for successful completion of a B2 language exam in order to study at a European university. One of the tasks was to give a presentation in English. While giving useful information regarding vocabulary and structure, the textbook often fails to inspire enthusiasm in students, as most of the topics are either business related (in which the students have no practical experience) or generalized to the point of being boring or overly predictable. As a result, I decided to have the students give a presentation with a “personalized” touch instead.
To do this, I quickly searched for some storytelling materials on the Learn to Change website. I was mainly interested in materials that explained the structure of a story and gave some practical advice for personalization. Next, I had the students watch a short video on the theory and merits of telling a personalized story. Finally, I gave them a 3-part assignment which would incorporate the presentation skills required of the preparatory course along with the tenets of storytelling.
Aiming for emotional impact
In class, the students were first asked to re-tell a story – any story, well-known or obscure, fairy tale or Hollywood movie – as briefly and emotionally as possible. Next, they had to tell a personal story – a story from their own life, concerning their family or friends, something that happened to them or someone they knew – which would have an emotional impact.
The students did these two tasks relatively quickly and feedback was given on language and presentation. Their third task, given for homework, was to give a presentation on a pre-agreed textbook topic and present it with a “personalized” touch for emotional impact. No other instructions were given – the students had free range for how to proceed. As the class was online, I gave students the option of presenting “live” or making a video. With one exception, all students chose to make a video.
Video storytelling resulted in attention-grabbing presentations
The results presented were both impressive and unexpected. Without having been given any specific instructions regarding video creation or editing software, the students came back with complex videos that incorporated the tenets of digital storytelling.
One student, presenting a personal hobby, made a video detailing his sneaker collection. He interspersed several quick montages – him holding his sneakers, displaying them in his room, wearing them outside – along with promotional footage and music in between edited clips of his presentation detailing both the nature of “sneaker culture” in China and his own experience with it. By the end of the video, I humbly looked down at my own “boring” run of the mill shoes and suddenly felt the urge to go sneaker shopping.
As another example, two student videos presented their respective hometowns. Both videos showed a virtual tour of the city interspersed with pictures and modern music. One student highlighted a local rap group and incorporated music clips while another utilized interactive maps. Additionally, both videos were narrated in such a way as to grab your attention and make you want to come for a visit.
While not a part of the syllabus, digital storytelling can be a vital tool in speaking and presentation lessons. Students are skilled at using different media and video/editing software – it tends to be second nature to modern students due to the ubiquity of social media and smart phones. Educators can take advantage of these skills by subtly incorporating the storytelling techniques from the Learn to Change project into traditional academic and exam-based classes. If given the opportunity, student output can be both unexpected and rewarding.
Text: Michael Diaz, University of Chemistry and Technology in Prague, School of Business, Czechia
Image: Learn to Change project archives